INSTITUTIONAL BARRIERS TO THE ESTABLISHMENT OF 2+2 STEM PROGRAM IN TRIBAL RESOURCES FOR REMOTE DELIVERY TO TRIBAL COLLEGES

The need for professionals in the geosciences greatly outpaces supply throughout Indian country, and there is an immediate need for geologists, environmental scientists, soil science, land-use managers, environmental planners, and hydrologists. Significant progress has been made in American Indian/Alaska Native (AI/AN) post-secondary education through the proliferation of tribal colleges and universities. These institutions, usually located on reservations or near tribal communities, appeal to the non-traditional student body. AI/AN students are typically older, having been working for several years, and often have obligations to family elders or have families of their own.

We are working to develop a 2+2 program leading to a Bachelor’s Degree in Tribal Resource Management that can be completed at Leech Lake Tribal College (LLTC) with the degree conferred by the University of Minnesota Duluth (UMD). The program would be delivered through a hybrid of courses offered at LLTC and synchronous and asynchronous online delivery from UMD. However, this effort has been met with numerous institutional barriers. The cost of UMD tuition is high. Because course delivery would be partially through instruction at the Tribal College, problems with multi-institutional financial aid complicate student funding. The high cost of tuition and fees at UMD, unfamiliarity with the institution and financial aid administration, and the prospect of significant out-of-pocket expense are significant barriers. Course requirements at UMD include liberal education that can be satisfied through the Minnesota Transfer Curriculum, but careful choice of courses at LLTC is required. AA/AS programs at Tribal Colleges often contains advanced topics (e.g. soil science or hydrology) but are taken at a sophomore (2xxx) level, and do not satisfy upper division requirements.

The development of 2+2s involves multi-institutional agreements to provide compensation for instructors, space, and tutorial staff on both campuses. Although it is possible to develop such agreements, the overall cost per student served is high. However, even the small number of students that this program could serve would still have a meaningful impact on the number of AI geoscientists trained for careers in Indian Country.